Improving Low Mathematics Achievers’ Number Sense via Number Line Training with Board Games

Year 2024, Issue: 26, 41 - 56, 29.07.2024

Mehmet Hayri Sarı , Sinan Olkun

https://doi.org/10.30786/jef.1371037

Abstract

This study investigated the effect of a number line training via lineer board games with specific contents, namely numerical and figural, on students’ number line estimation skills, arithmetic performance, and mathematics achievement. A total of 30 first graders (15 in experimental and 15 in control group) participated in the study. There were 2 speech and language disorder (SLD) students, one in each, in the control and experimental groups. Number line training with a board game, Sahibingo® was implemented in the experimental group, while a non-numerical board game, Animalbingo, was used in the control group. Training lasted for 30 minutes a day, one day a week, and 4 weeks (2 hours in total). Results indicated that students, including the SLD, in the experimental group improved their number line estimation skills in 0-10 and 0-20 number range, but not in the 0-100 range. Improvements did not reflect in arithmetic performance and mathematics achievement scores. Although there are some improvements in small range number line estimations possibly because of the familiarity there is no improvement in the larger range and in terms of mathematics achievement scores, possibly because of the shorter period of training. It can be concluded that low mathematics achievers’ number sense can be improved via lineer board games with numerical content. Future research may investigate the effect of longer periods and may include other students with special needs.

Keywords

Number sense, Number line training, board games, mathematics achievement, low mathematics achievers

Ethical Statement

There is no economic, commercial, legal or professional conflict of interest with any institution, organization or person in this study.

Supporting Institution

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Project Number

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Thanks

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